Disability and Campus Dynamics: New Directions for Higher Education, Number 154

Description

Prepare your institution for a new generation of disability services that embraces the growing student, as well as staff and faculty population with disabilities. Legal compliance, reasonable accommodations, classroom instruction issues, strategies to improve the campus climate and more--this volume examines what disability services may have to offer, and have cmapuses and disability service professionals may need to collaborate or expand traditional notions of disability and disability services.

Volume editors Wendy S. Harbour, Lawrence B. Taishoff Professor of Inclusive Education at Syracuse University, and Joseph W. Madaus, co-director of the Center on Postsecondary Education and Disability, assemble an introduction, and overview of disability services. Contributing authors examine campus case-studies, procedures and terminology, legal compliance and disability services for staff and faculty. The volume concludes with a broad view of disability itself and how its role as a part of campus diversity.

This is the 154th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher-education decision-makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

1. The History of Disability Services in Higher Education 5Joseph W. Madaus In an overview of the field of disability services and how it developed, current issues that may shape the future of the profession are discussed.

2. Collaboration Strategies to Facilitate Successful Transition of Students with Disabilities in a Changing Higher Education Environment 17Donna M. Korbel, Jennifer H. Lucia, Christine M. Wenzel, Bryanna G. Anderson Using examples from the University of Connecticut’s disability services office, the authors provide ideas for collaborating to improve services, especially for first-year students with disabilities.

4. Harnessing the Potential of Technology to Support the Academic Success of Diverse Students 37Dave Edyburn Universal design for learning is a process of designing curriculum for the maximum diversity of students, an approach that can be maximized through the use of technology.

5. UReturn: University of Minnesota Services for Faculty and Staff with Disabilities 45Dave Fuecker, Wendy S. Harbour The University of Minnesota’s Disability Services office also serves faculty and staff with disabilities and chronic health conditions.

6. Legal Challenges and Opportunities 55Salome Heyward Three examples from recent legislation and the courts show how campuses must continually respond to compliance issues that are emerging at state and federal levels.

7. Responding to and Supporting Students with Disabilities: Risk Management Considerations 65Anne Lundquist, Allan Shackelford With campuses reacting to high-profile cases involving students with significant psychiatric disabilities, this chapter instead recommends a more thoughtful proactive approach that reflects the needs of students, disability services professionals, and the institution as a whole.

8. College Students with Disabilities: A Student Development Perspective 77Wanda M. Hadley The use of student development theory can provide greater understanding of how college students with disabilities may evolve in their identities and use of disability services.

9. Disability-Friendly University Environments: Conducting a Climate Assessment 83Robert A. Stodden, Steven E. Brown, Kelly Roberts Campus climate assessment tools can help guide policy and program development for disability services and other units on campus.

10. Disability Studies in Higher Education 93Steven J. Taylor The field of Disability Studies can provide insights into disability and disability services, redefining what it means to be a person with a disability in higher education.